Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: An analysis of the Social Skills Improvement System—Rating Scales.

Abstract

Base rate information is important in clinical assessment because one cannot know how unusual or typical a phenomenon is without first knowing its base rate in the population. This study empirically determined the base rates of social skills acquisition and performance deficits, social skills strengths, and problem behaviors using a nationally representative sample of children and adolescent ages 3-18 years. Using the national standardization sample of the Social Skills Improvement System--Rating Scales (N = 4,550) across 3 informants (teacher, parent, and student) and across 3 broad age groupings (3-5 years, 5-12 years, and 13-18 years), these base rates were computed. Results showed that the base rates for social skills acquisition deficits and problem behaviors are extremely low in the general population. Base rates for social skills performance deficits and social skills strengths were considerably higher, with students in the 5- to 12-year-old age group reporting fewer performance deficits and more social skills strengths than older children (13-18 years). Teachers and parents reported more performance deficits and fewer social skills strengths across all age groups than students in the 5- to 12-year-old age group. These results are discussed in terms of the utility of base rate information in clinical decision making.

Social Skills Expression of Senior High School Age Students in Physical Education Classes

“…Which is consistent with previous findings [13], stating that the social skills change due to respondents' age change. Meanwhile, another study has provided evidence that while students' age is increasing, positive social behavior is decreasing and anti-social behavior is increasing in physical education classes [27].…”

Language Problems in Children With ADHD: A Community-Based Study

“…21 Raw scores were converted to standard scores for the child' s age (mean = 100; SD = 15). Academic competence was assessed by using the 7-item teacher-rated Academic Competence scale (a = 0.96) from the Social Skills Improvement System (SSIS), 22 and raw scores were again converted to standard scores based on age.…”

“…23 Higher scores on the peer problems scale indicate poorer functioning, whereas higher scores on the prosocial behavior scale indicate better functioning. Social skill domains were also assessed by using the parentand/or teacher-reported subscales from the SSIS 22 : engagement (eg, participates in games or group activities; teacher: a = 93), responsibility (eg, takes responsibility for his/her actions; parent: a = 0.89; teacher: a = 0.93), self-control (eg, uses appropriate language when upset; parent: a = 0.86; teacher: a = 0.94), and bullying (eg, is aggressive toward people or objects; parent: a = 0.77; teacher: a = 0.90). Lower scores indicated poorer functioning with the exception of bullying where higher scores indicated more bullying.…”

Considérations théoriques et pratiques liées à la mesure de la coopération en contexte scolaire

“…À titre d'exemple, les Échelles d'a mélioration des Habiletés Sociales (Social Skills Improving System -rating system), un instrument développé par Gresham et Elliot (2008), s'adresse spécifiquement à des élèves du primaire et du secondaire. Ce questionnaire, validé auprès d'enfants et d'adolescents (Gresham, Elliott, & Kettler, 2010), comprend notamment une échelle mesurant l'altruisme, qui comporte cinq items à évaluer sur une échelle allant de 1 (pas vrai) à 4 (très vrai).…”